Enhancing Scientific Literacy Through Environmental Science: Developing Scientists and Citizens

研究生和本科生研究员直接与来自13所高中的环境科学与林业教师合作，共同领导特定课程、联合课程和校际环境科学课堂、实验室和实地经验。此外，他们正在帮助组织一个全区七、八年级的科学博览会（环境挑战）和一个13名高中生的科学研究研讨会（环境峰会）作为两个具体的综合活动。正在收集形成性评估信息并用于监控，必要时采取纠正措施，并确保项目实现四个成果：提高同伴沟通和教学相关技能；教师内容获取与专业发展丰富学生的科学学习；该项目通过具体的教学和专业发展活动来呈现环境科学主题，如可持续性、人口增长、全球视角、城市环境和伦理。例如：奥内达加湖生态系统研究为研究一个严重污染的城市湖泊及其恢复/恢复计划提供了一个背景；奥内达加城市公园景观构成了城市生态系统生物多样性、土地利用和可持续性的重要问题；阿迪朗达克高地区域生态系统研究为了解慢性大气沉积对水生和陆地群落的生态影响的全球重要现象以及清洁空气法案减排实施后的预计恢复提供了机会。该项目的更广泛影响包括服务学校的广泛不同受众；拥有25,000名学生的锡拉丘兹市学区是纽约州“五大”城市学区之一，而其他合作学区则代表了郊区和农村特征的丰富组合。该项目部分由生物科学理事会的资金支持。项目名称：通过环境科学提高科学素养：培养科学家和公民机构：纽约州立大学环境科学与林业学院（SUNY ESF） PI/co-PI: Dudley J. Raynal, Charles Spuches, Richard Beal （SUNY）和Donna DeSiato （Syracuse City Schools）Syracuse City Schools, Liverpool Central, Chittenango Central, Marcellus Central, Fabius-Pompey Central, DeRuyter High, Beaver River High， Skaneateles High资助：3年共计1,295,228美元。本科设置：城市，郊区，农村目标人群：高中nsf支持学科：生物科学

Graduate and Undergraduate Fellows are working directly with Teachers drawn from 13 participating Environmental Science and Forestry in the High School schools to cooperatively lead course-specific, co-curricular and inter-school environmental science classroom, laboratory, and field experiences. In addition they are helping organize a district-wide 7th/8th grade science fair (The Environmental Challenge) and a 13-high school student science research symposium (The Environmental Summit) as two specific synthesizing events. Formative evaluation information is being collected and used to monitor, take corrective actions as necessary, and ensure the project achieves four outcomes: improved Fellow communication and teaching-related skills; teacher content gain and professional development; enriched student science learning; and strengthened school/college partnerships The project uses specific instructional and professional development activities to present environmental science themes such as sustainability, human population growth, a global perspective, the urban environment, and ethics. As examples: the Onondaga Lake Ecosystem Study provides a setting for study of a severely polluted urban lake and its restoration/recovery plan; the Onondaga City Park landscape frames vital issues of urban ecosystem biodiversity, land use and sustainability; and the Adirondack Highlands Regional Ecosystem Study offers opportunities for learning about the globally significant phenomenon of ecological impacts of chronic atmospheric deposition on aquatic and terrestrial communities and projected recovery as Clean Air Act emissions reductions are implemented. The broader impacts of the project include the widely diverse audience in the schools served; the Syracuse City School District with 25,000 students is one of New York State's "Big Five" urban school districts, while the additional partnering school districts represent a rich mix of suburban and rural characteristics. This project is partially supported from funds from the Directorate for Biological Siences.Project Title: Enhancing Scientific Literacy Through Environmental Science: Developing Scientists and Citizens Institution: State University of New York College of Environmental Science and Forestry (SUNY ESF) PI/co-PI: Dudley J. Raynal, Charles Spuches, Richard Beal, (SUNY) and Donna DeSiato (Syracuse City Schools) Partner School Districts: Syracuse City Schools, Liverpool Central, Chittenango Central, Marcellus Central, Fabius-Pompey Central, DeRuyter High, Beaver River High, Skaneateles High Funding: $1,295,228 total for 3 yearsNumber of Fellows per year: 8 Graduate; 4 Undergraduate Setting: urban, Suburban, RuralTarget Audience: High SchoolNSF supported disciplines: Biological Sciences